Educators attempting to build an effective lesson often subscribe to the belief that the three-part lesson is the key to a successful day. Although the research has not been compiled as to what makes a lesson successful when it comes to the integration of technology ,there is a practice that is commonly overlooked by most educators.
Whether a teacher is tenured or straight out of a pre-service program, there seems to be a common failure to plan for a successful lesson. Incredibly, the quintessential practice itself – planning – is more than often overlooked when it comes to integrating technology in the classroom in a sustainable way. I can personally guarantee that planning for the integration of technology is NOT taught in colleges, universities and most, if not all, AQ courses provided across the country.
The classical arguement upheld by many educators surrounding the effectiveness or lack thereof of technology is difficult to disprove when educators refuse to formally make it a part of their plans. In this context, it is impossible to amass critical data regarding the effectiveness of technology in education. Don’t get me wrong here – we already know that there is an inherent need for technology, but until data begins to support the obvious, it is difficult to navigate the ocean liner that is education on the sea of progress.
We often tiptoe around the idea behind creating a plan because of the professional courtesy that our roles purvey. However , if change is to be sustained the plan is an integral part of that change, that progress and most importantly its sustainability.
All new endeavours usually require a blueprint so it is mind-boggling to fathom why changes in education would not require the same. The plan does not just act as a guideline for the lesson but also acts as a silent contract between the educator and his or her students, a commitment to the change that is needed now more than ever before.